Results like this highlight the importance of both school-based and out-of-school physical activity, and as the authors bring out, should have implications all the way up to the government policy level. A novel data collection method was used in the Kontak and colleagues’ study while examining school-based health environments through photographs in Canada. It is not ‘promotion’ as in the sense of the word usually understood. Thus, the intervention programme and its content remain the same, however, more context-specific thinking is applied to the implementation process, and the types of achievements that might be expected from it (Darlington, 2016). These include preschools, primary, secondary and other types of schools, including vocational schools. (, Oxford University Press is a department of the University of Oxford. Rosas analyses system thinking and complexity in relation to health promoting school concept. The authors bring out the non-official status of health promotion in Austrian schools, and acknowledge the individual efforts that often occur behind the implementation. Building capacity to advocate for improved school health programmes: technical documents are generated that consolidate research and expert opinion about the nature, scope and effectiveness of school health programmes. Finally, it is critical to make links with the other fields of research on school and education. They suggest that schools need to include recess in planning to contribute the development of healthy children and of a healthy society, because health promotion involves creating supportive environments such as schools to optimize physical, mental and social well-being. In a Canadian-based study, school principals, teachers and parents were interviewed and based on the results, identified the barriers as structural and systemic, such as large class sizes or financial challenges. Research to improve school health programmes: Evaluation research and expert opinion is analyzed and consolidated to describe the nature and effectiveness of school health programmes. (World Health Organisation, 1993). Stigma and lack of understanding about mental disorders are major barriers to seeking help and promoting better mental health. Atilola highlights the need for child and adolescent mental health policy, training also of teachers, school counselors, primary health physicians and social workers in basic restorative child and adolescent mental health services. Healthy School Award schemes, which provide structured frameworks, health-related targets and external support, represent one way of helping schools become health promoting, a factor identified in the UK Health of the Nation Government White Paper (1992) as facilitating the achievements of stated targets for prevention. Depending on individual countries, health is not taken into account in educational policies in the same way. This study showed the strong links between health behaviors and academic achievements among adolescents and emphasizes that schools and health promoters should be educated more on these relations, so that they are aware of this common interest to get more support for health promoting interventions. Offer nutrition education consistent with the Dietary Guidelines for Americans and the Food Guide Pyramid to help kids develop healthy eating patterns. The Health Promoting School, networks and links up with other schools in this process and may become a role model for other schools.A sense of ownership of self and the school is established and self respect in reinforced. As the authors conclude, schools are more than physical settings where healthy activities are carried out; they can be the agents of change. Published by Oxford University Press. The new paradigm which provided a basis for the health promoting school approach, includes health education and is viewed as any activity undertaken to improve and/or protect the health and well-being of all school users, including students, teaching and non-teaching staff. The results indicated that the intervention improved the social and emotional competencies of middle school students, supporting the cross-cultural generalization of social–emotional learning programs’ efficacy. The induction is done by the head teacher or one of the Assistant Head Teacher. School health education programs can reduce health risk behaviors such as tobacco use, poor nutrition, lack of physical activity, drug and alcohol use, as well as actions that increase stress, and risk of injury, and violence. The alliance includes Education International, Centers for Disease Control and Prevention, Education Development Center, UNESCO, UNAIDS and GIZ. . The papers include original studies and conceptual analyses from different parts of the world representing the topical issues related to health promoting school globally. The political organisation, priorities, degree of decentralisation, organisation and goals of education systems differ from one country to another. Such activities went beyond the scope of traditional health education. The underlying concept of health is more than the traditional WHO definition: ‘a complete state of physical, mental and social well-being, and not merely the absence of disease or infirmity’. Healthy students learn better, healthy teachers work better. It is important that schools promote healthy eating habits through programs and guidelines 1. H. Turunen, M. Sormunen, D. Jourdan, J. von Seelen, G. Buijs, Health Promoting Schools—a complex approach and a major means to health improvement, Health Promotion International, Volume 32, Issue 2, April 2017, Pages 177–184, https://doi.org/10.1093/heapro/dax001, Development of health promoting schools in the European region. Hence, the focus on two behaviours at the same time appeared too complex for informal diffusion through peer networks. It also stresses that families and the community should be involved (see Sormunen et al., 2013). According to the authors, the instrument needs additional developing, but already is a good start for measuring multisided phenomenon of school health promotion. A health promoting school takes action to ‘promote and protect the health of its members, where health encompasses the dimensions of social, physical, intellectual, mental and emotional wellbeing’. The health status of the learners, educators, community and the environment is enhanced. They highlight the current research from social neuroscience, belonging and social connectedness in order to present the pathways between daily school recess and health trajectories. In addition, the Pupil Inclusion Network Scotland (PINS) has pro… Increasing understanding and overcoming stigma through strategic communications and social mobilization are crucial steps … Criterion 2 Promoting a healthy school encourages and promotes self-esteem and self-confidence by providing WHO's Global School Health Initiative, launched in 1995, seeks to mobilize and strengthen health promotion and education activities at the local, national, regional and global levels. The general direction of WHO's Global School Health Initiative is guided by the Ottawa Charter for Health Promotion (1986); the Jakarta Declaration of the Fourth International Conference on Health Promotion(1997); and the WHO's Expert Committee Recommendation on Comprehensive School Health Education and Promotion (1995). social climate), and improved interactions and social relationships in school among peers and between students and adults. Your actions can always be scrutinized. The nurse should talk with the client first to determine what risk factors the client might have before initiating the appropriate health promotion and disease prevention measures. Huber et al. Making healthy decisions and taking control over life's circumstances. An effective school health programme can be one of the most cost effective investments a nation can make to simultaneously improve education and health. There is substantial congruence between three fields: the research and evaluation literature on school health; what constitutes successful learning and teaching in schools; what makes schools effective in achieving educational, health and social outcomes. Importantly, the school managers expressed that having a school-health policy was vital to the success of their health promotion work and brought out the need of collaboration with school staff in all developmental intentions. Struthers and colleagues report the development process and the assessment of psychometric properties of the Health Promoting Schools Monitoring Questionnaire in South African high schools. The environment is enhanced barriers to seeking help and promoting better mental health services: EPERIENCES from the PACIFIC! 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